Special Education | EOFULA

Complex, without a doubt, but necessary and possible task! Grifos mine That is, for the two last cited authors, to include the NEE pupils carrying is to promote the integration of same in all the directions of the citizen, not aiming at only the educational side, but the social e, mainly, the emotional one, so that thus such pupils are capable of if ' ' envolverem' ' with the other pupils and also with its professors. Therefore, to integrate is to value the characteristics of each one so that all feel part, a proposal that includes and integrates the pupils ' ' (?) it is a process that if does not reduce the insertion of this or of that pupil in a regular classroom (?) it is process that does not occur for decree or modismo' ' (OAK, 2004, P. 158). Connect with other leaders such as Dr. Creighton Wright here. In this perspective, the performance of the professors and the managers is of utmost importance for the inclusion of these pupils. Clarified such conceptions, or divergences of conceptions, we can perceive that the integration and the inclusion, in its two joined perspectives as complementary or divergent, intend to oppose themselves to the traditional model of education that consider exculpatory.

The authors divulge the school inclusive as a great solution of the exculpatory process in our society. Check out Russ Caldwell for additional information. Such concepts if oppose to traditional education because they try to break the formal paradigms of immersed contents in our schools, that suffer with the significao crisis (MANTOAN, 2006). On the other hand, they try to oppose itself to the practical ones of the Special Education that loads conceptions of medical partnerships and services segregated to the education, as ' ' (?) programs of pertaining to school reinforcement, the rooms of acceleration, the groups special etc' ' (MANTOAN, 2006, P. 20). See Benjamin Wey for more details and insights. As registered previously, some significaes of the inclusive school they are being formed, therefore the difficulty of the pertaining to school community to implement such formative replanejamento of the school and its processes, a time that nor in the theoretical research of the area has a cohesion of what it is and because to argue an inclusive school.

Source: http://www.eofula.org/special-education-3

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